Now showing items 5376-5395 of 5450

    • Watching the watchmen : A statistical analysis of mark consistency across taught modules 

      Ercolani, Marco G.; Ercolani, Joanne S. (Elsevier, 2014)
      Verifying that taught modules are marked and taught to a common standard is important but doing so by comparing mean module marks is inadequate when students’ ability is not uniform across these modules. For example, a ...
    • We can make higher education equitable and affordable for all 

      UNESCO (UNESCO, 2017-04)
      Higher education is a cornerstone for sustainable development. It creates new knowledge, teaches specific skills and promotes core values like freedom, tolerance and dignity. Under the fourth Sustainable Development Goal ...
    • Wealth Gradients in Early Childhood Cognitive Development in Five Latin American Countries 

      Schady, Norbert; Behrman, Jere; Araujo, María Caridad; Azuero, Rodrigo; Bernal, Raquel; Bravo, David; Lopez-Boo, Florencia; Macours, Karen; Marshall, Daniela; Paxson, Christina; Vakis, Renos (The World Bank, 2014-02)
      Research from the United States shows that gaps in early cognitive and noncognitive abilities appear early in the life cycle. Little is known about this important question for developing countries. This paper provides new ...
    • Web Accessibility Theory and Practice : An Introduction for University Faculty 

      Bradbard, David A.; Peters, Cara (Cook, Ruth Gannon, 2010-01)
      Web accessibility is the practice of making Web sites accessible to all, particularly those with disabilities. As the Internet becomes a central part of post-secondary instruction, it is imperative that instructional Web ...
    • What are tertiary students choosing to study? 

      OECD (OECD, 2014-02)
      Traditionally, high school graduates have placed a great deal of importance on the question “what field should I study and where?” There is a widespread assumption that this decision will determine their future and their ...
    • What are the benefits from early childhood education? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2016-05)
      Early childhood education and care programmes (ECEC) have become more accessible in recent years, with high enrolment rates in both early childhood educational development and preprimary education. The educational results ...
    • What are the benefits of ISCED 2011 classification for indicators on education? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2015-11)
      The International Standard Classification of Education (ISCED) is the reference framework used to classify education programmes and related qualifications by education levels and fields. The basic concepts and definitions ...
    • What can immigrant students tell us about education systems? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2013-10)
      Immigrant students who share a common country of origin, and therefore many cultural similarities, perform very differently across school systems. The difference in performance between immigrant students and non-immigrant ...
    • What can parents do to help their children succeed in school? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2011-11)
      Fifteen-year-old students whose parents often read books with them during their first year of primary school show markedly higher scores in PISA 2009 than students whose parents read with them infrequently or not at all. ...
    • What Did You Do All Day? Maternal Education and Child Outcomes 

      Khwaja, Asim Ijaz; Andrabi, Tahir; Das, Jishnu (World Bank, 2009-11)
      Female education levels are very low in many developing countries. Does maternal education have a causal impact on children's educational outcomes even at these very low levels of education? By combining a nationwide census ...
    • What do parents look for in their child's school? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2015-05)
      When choosing a school for their child, parents in all participating countries value academic achievement highly; but they are often even more concerned about the safety and environment of the school and the school’s ...
    • What do students expect to do after finishing upper secondary school? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2012-12)
      The percentage of students who expect to complete university is highest in Korea (80%) and lowest in Latvia (25%). Many high-performing students do not expect to go to university, representing potentially lost talent to ...
    • What do students think about school? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2013-01)
      Most students think that what they learned in school is useful for them or their future. Students’ attitudes towards school are associated with their reading skills. Students who report that the climate at their school is ...
    • What do teachers know and do? Does it matter? : evidence from primary schools in Africa 

      Bold, Tessa; Filmer, Deon; Martin, Gayle; Molina, Ezequiel; Rockmore, Christophe; Stacy, Brian; Svensson, Jakob; Wane, Waly (World Bank, 2017-01)
      School enrollment has universally increased over the past 25 years in low-income countries. However, enrolling in school does not guarantee that children learn. A large share of children in low-income countries learn little, ...
    • What Do We Know About Instructional Time Use in Mali? Assessing the Suitability of the Classroom Observation Snapshot Instrument for Use in Developing Countries 

      Venäläinen, Raisa (World Bank, 2008-04)
      This paper summarizes what has been learned about instructional time and its measurement during the Bank-Netherlands Partnership Program (BNPP) grant. It also provides an analysis of the capabilities and limitations of the ...
    • What do we know about teachers’ selection and professional development in high-performing countries? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2017-03)
      High-performing countries use various mechanisms to select the best candidates to the teaching profession. In Finland, Hong-Kong (China), Macao (China) and Chinese Taipei, students who wish to enter teacher-training ...
    • What Educational Production Functions Really Show : A Positive Theory of Education Spending 

      Filmer, Deon; Pritchett, Lann (The World Bank, 1997-08-20)
      The existing empirical work on educational production functions provides powerful insights into a positive theory of the allocation of educational expenditures. An optimizing model of expenditure allocations predicts that ...
    • What helps teachers feel valued and satisfied with their jobs? 

      OECD. Organisation for Economic Cooperation and Development (OECD, 2014-09)
      Less than one in three teachers across countries participating in the Teaching and Learning International Survey (TALIS) 2013 believes that the teaching profession is valued by society. Nevertheless, the great majority of ...
    • What is the impact of education programmes on children’s learning and school participation? 

      3ie. International Initiative for Impact Education (International Initiative for Impact Education, 2016)
      Most education programmes typically improve either school enrolment and attendance or learning outcomes. They rarely improve both. What works in most contexts Cash transfers had the largest and most consistent positive ...
    • What is the impact of the economic crisis on public education spending? 

      OECD (OECD, 2013-12)
      The economic crisis has reinforced the value of education. While educational attainment has always had a huge impact on employability, the financial crisis has strengthened this effect even further. On average across OECD ...